Lesson Overview: This lesson is made to compel the students to think about the fragility of the brain inside its skull and the importance of protecting it with helmets and/or seat belts. (When hard impacts are possible .) New information will be taught and discussed
in a way that meets the requirement of an inquiry based lesson. Requirements such as: students will make predictions about experiments and during the lecture portion of the lesson, they will design certain parts of the investigation, take and analyze data, draw conclusions and scientifically write up explanations to assist their conclusions and communicate within a group and teacher their findings.
Before this lesson is implemented all individual education plans will be reviewed and appropriate accommodations and/ or modifications will be made to attend to students' needs.
Learning Outcomes: Students will:
Participate in an activity which explains the structure that surrounds the brain for it's safety.
Observe what can happen if there is too much fluid protecting the brain.
Observe how pliable the brain is through a hands-on activity.
Make conclusions about the effects of hard impact on the brain and how that impact can be minimized through protective headgear.
Observe the effects of hard impact on certain regions of the brain and it's effect on normal functionality.
Standards: Science as Inquiry and Changing Emphases about Inquiry , also from the heading Structure and Function in Living Systems from the National Science Standards: The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease. These systems interact with one another.
This standard pertains to my lesson in the way that it talks about the human organism, its systems and basically how they interact with each other as a whole to protect the body.
Students' Prior Knowledge to the Subject: Students will have already gone over the major regions and lobes of the brain. They already have an understanding due to previous lessons about the functions and importance of each section of the brain.
Establishing Purpose: Because students learned in the previous lesson about functions and reactions the brain provides, this will be an easy way to introduce the topic of brain sensitivity and pliableness. How the brain is protected not only by the skull but also by the cerebrospinal fluid that surrounds it in the space between it and the skull. I will also connect the purpose of learning new content to real life as most kids hate to wear helmets for sports and bicycle riding. This lesson will give them the proof they need as to why head gear is very important for certain life activities. (Also, to wear a seatbelt when necessary- basically when high impact could be a factor)
Materials Needed:
Eggs, one per student and some spares
Markers to draw faces on the eggs
Clear plastic containers with sealing lids and tape
Various insulating materials such as water, sand, rice, beans, foam popcorn, newspaper, etc...
A high place to drop the eggs [a ladder, possibly call in the fire department to drop them for us]
Time required: Two 90 minute block periods
Day one:
15 minutes- Homework check/attendance/give tomorrow's homework assignment
15 minutes- Go over previous day's material and inquire as to why they think that information is important when it comes to dealing with the protection of the brain
35 minutes- Introduce raw egg activity (and conduct activity)
15 minutes- Introduce Cerebrospinal fluid and its importance in protecting the brain
10 minutes- Give basic information about Hydrocephalus (with computerized pictures of its results if not taken care of, etc..)
5 minutes- Give homework: Ask students to research a little bit about head gear and if there is any one type that is best for protection of the brain.
Day Two:
15 minutes- Homework check/attendance
15 minutes- Brief explanation/ask students why previous activity (review) was a great way to learn about importance of CSF (cerebrospinal fluid). Introduce egg drop activity to demonstrate real high impact on an egg (brain) so students can make conclusions on best ways to protect the brain.
15 minutes- Sealing eggs and students making hypotheses
5 minutes- Walking to egg drop area
10 minutes- Dropping egg (and recording observations in notebook)
5 minutes- Walking back to class
10 minutes- Briefly discussing results, give homework assignment.
10 minutes-Brief discussion about TBI (Traumatic Brain Injury) and wrapping up.
Instructional Sequence: Day One:
Introduction: I will begin by first reviewing what they learned in the previous lesson and remind the students about the "making the brain" activity. I will coax students into explaining how soft and pliable (squishy) it was. I will then ask a question such as "What do you think would happen if you took those contents and dropped them off of a building or were placed in a vehicle right before a major car accident?" (I would take some answers) If no one spoke up I'd ask "Would they stay intact? Would they splatter all over the sidewalk or windshield?" After taking some answers I would let the class know that today's lesson would investigate these questions and that by the end of this lesson they would think twice about playing sports/riding bikes without some great headgear and wearing their seat belts at all times. (At this point no new content has yet been revealed.) *I will have written the homework on the board at this point as well. Homework: Asking what shaped/textured head gear they think is best for protecting the skull and brain.
Instructional Activities: As I've already gone into asking the students what would happen to the brain contents if they were dropped from high altitude or was involved in any high impact I would now go into how the brain is secured and protected. I will ask the class "what structure we have around the brain that feels hard and round?" (skull) Also, I'll ask "if they think the brain in tightly encased in the skull or if there is some area for movement?" (There actually is a space between the brain and skull.) At this point I will introduce the "egg shakin" activity and give directions. Half of the class will get clear plastic containers that are filled with water and a raw egg to put inside before it is sealed. The other half of the class will get the plastic containers with the raw egg with no water. I will ask the students to complete the student "egg shakin" worksheet which asks the students to write a hypotheses about what was going to happen to their own eggs if shaken forcibly around and to record observations and conclusions. (The students with the dry/empty containers should have written that their eggs would burst and would not be protected by any means, the students with water filled containers should have written that their egg should stay fairly protected because the fluid should cushion the turbulance.) Once everyone is finished with their hyptheses I will allow the students to put their eggs in the container, seal it tightly (adhering tape to the seal) and to begin forcefully shaking the container for at least 1 minute. By this point the students with the container without water should have an "eggy mess" and the students with containers filled with water should mostly have intact eggs. (They will then record the rest of data asked on the student worksheet.)
Concluding the Lesson: Once finished I'll just simply ask "Why would this happen? Did you predict this? What have you concluded?" Students will be allowed to orally present their findings, which will lead me into the next discussion. Once again I'll ask the students if they think there is a space between the brain and the skull, and if so, what they think it is made of? Some might say empty space, others may say blood, or spinal fluid, or even bile. After some brainstorming I will reveal that there is a space and it is filled with cerebrospinal fluid. I will explain that it's purpose is to cushion and protect the brain from impact injury. The last 10 minutes of class will be based on the discussion of hydrocephaly (what it is and what causes it) while showing pictures from the web of people that have the disorder and what could happen if not treated. Also, a quick reminder of the homework which is due next class period.
Assessing Student Understanding: Since there is a main concept being learned I will assess formatively by using several common tasks specifically used in Science. One way to assess student's understanding about today's lesson is to observe student predictions and provide feedback. When questioning the class I will make sure to call at least once on every individual to ensure their engagement. Also, by analyzing and interpreting data. In this case, at the end of the class after the eggs which have been shaken in the containers filled with water- I should notice that everyone has followed along with the main principle: if the containers were filled with water, (mimicking the CSF surrounding the brain) the egg should have sustained minimal damage. Also, students should have either orally or through taking notes shown that they understand that without fluid or some kind of insulator the brain can be easily and quickly wounded.
Cautions: Students will be advised to carefully handle their eggs before the "shakin" begins. (As there aren't many extras to provide.) Also, after "eggy messes" are made, students will be reminded and advised to wash their hands thoroughly in the classroom sink with warm soapy water due to raw eggs being a major cause of salmonella poisoning.
Challenges in Carrying out the Investigation: The only challenges that I would be confronted with would be the issues of finding/paying for all materials and setting up. (Preparatory work)
Instructional Sequence: Day Two:
Introduction: I will begin day two's lesson by asking the class to raise their hands and explain what we went over in the previous class and why our discussion was of importance when it came to protection of the brain. (They should raise their hands and go over the fact that there is space between the skull and brain, that it is filled with CSF and why CSF is important in brain protection.) This will serve as a great review in terms of understanding the importance of the fragility of the human body (In this case, the human head) in lieu of hard impact. I will explain the itinerary of the day's lesson and what I hope they will gain from it. (ie.participating in designing certain parts of the investigation, taking and analyzing data, drawing conclusions and scientifically writing up explanations to assist their conclusions and communicate with their groups and teacher about findings.)
Instructional Activities: For this day's lesson students will be performing an egg drop. However, the "protection" will differ for a set number of students. (Will be conducted as if there were 27 students in the classroom.) Experiments will be ran as follows:
2 students will perform the drop in a plastic container without any water. (to over emphasize the fragility of a "brain" that is not encased in fluid.)
4 students will perform the drop in a plastic container with water surrounding the "brain."
5 students will perfrom the drop with the "brain" encased in sand.
5 students will perform the drop with the "brain" encased in rice.
5 students will perform the drop with the "brain" encased in uncooked beans.
6 students will perform the drop in different shaped containers. (to show which shape is best for encasing an egg/"brain" in case of hard impact. (the best container should be rounded and almost a complete sphere surrounding the entity-like the skull)
Students will be handed their boxes of materials in groups and the student data table. They will be allotted 15 minutes to seal their "brains" into the proper containers. Also, during this time students will be asked to take out their notebooks and make a hypothesis about the aftermath of the eggs in each container which will either be filled with different material or will be suspended in a different shaped container all together. Once finished, it will be time to head out to the highest point in the school yard to perform the drops. Students will be reminded to bring their notebooks and data tables to record data on each of the different drops based on the materials used. After the drop students will pile back inside. With 20 minutes left of the class time a brief discussion of the events will take place between students and teacher.
The homework assignment will be given: Please make your conclusions based on observations from the egg drop and write a couple paragraphs why you think, based on recent teachings, that the container/material used which caused the least damage worked best in protecting the "brain".
Concluding the Lesson: The last 10-15 minutes of the class will relate what we've learned about high impact injury to real life. Some facts about Traumatic Brain Injury will be revealed and a class discussion about the importance of headgear and seal belts will wrap up the day's lesson. A website will be shown stating the facts. This is used to obtain the "shock value" of the class and to help them to realize the importance of protecting one's own brain.
Assessing Student Understanding:The ways in which this part of the lesson will be assessed are as follows: through predicting and inferring, designing and conducting the investigation, and by using tables to represent their ideas and theories.
Cautions: Students will be supervised when conducting the egg drop and will be advised to use caution with scissors when they are in the process of sealing their egg dropping devices with tape.
Challenges in Carrying out the Investigation: As stated above the biggest challenge in a lesson such as this would be the issues of finding/paying for all materials and setting up (preparatory work), and gaining the permission to take students outside to conduct the egg drop. Also, because this is a fairly long lesson and the activities are sequential it will be important to conduct the experiment beforehand to disallow for any problems concerning lab setup, materials and whether or not it will actually work.
Rationale:
I planned my inquiry lesson based on the fact that when students learn through doing they better understand the concept being taught. I have linked this lesson's main idea to students' lives by providing evidence as to why we all must take proper care in protecting our brains during activities that may warrant high impact. During this two day period students will have made multiple hypotheses, predictions, observations and eventually draw conclusions and explain results based upon observations. By planning hands on learning it addresses the students' abilities to do and understand scientific inquiry which fulfills the National Science Standards. Also, by conducting the 'Egg Shakin' activity and the 'Egg Drop' it satisfies the main idea behind the section within the standards stating how to apply greater emphasis on promoting inquiry. Within my lesson I have fulfilled the following:
Activities that investigate and analyze scientific questions
Processing skills in context
Using multiple process skills by way of manipulation, cognitive, and procedural
Science as argument and explanation
Communicating science explanations
Doing investigations in order to develop understanding, ability, values of inquiry and knowledge of science content
Applying the results of experiments to scientific arguments and explanations
Management of ideas and information
Public communication of student ideas and work to classmates (and teacher)
Title: Protecting the Brain
Grade: 7
Lesson Overview: This lesson is made to compel the students to think about the fragility of the brain inside its skull and the importance of protecting it with helmets and/or seat belts. (When hard impacts are possible .) New information will be taught and discussed
in a way that meets the requirement of an inquiry based lesson. Requirements such as: students will make predictions about experiments and during the lecture portion of the lesson, they will design certain parts of the investigation, take and analyze data, draw conclusions and scientifically write up explanations to assist their conclusions and communicate within a group and teacher their findings.
Learning Outcomes: Students will:
Standards: Science as Inquiry and Changing Emphases about Inquiry , also from the heading Structure and Function in Living Systems from the National Science Standards: The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease. These systems interact with one another.
Students' Prior Knowledge to the Subject: Students will have already gone over the major regions and lobes of the brain. They already have an understanding due to previous lessons about the functions and importance of each section of the brain.
Establishing Purpose: Because students learned in the previous lesson about functions and reactions the brain provides, this will be an easy way to introduce the topic of brain sensitivity and pliableness. How the brain is protected not only by the skull but also by the cerebrospinal fluid that surrounds it in the space between it and the skull. I will also connect the purpose of learning new content to real life as most kids hate to wear helmets for sports and bicycle riding. This lesson will give them the proof they need as to why head gear is very important for certain life activities. (Also, to wear a seatbelt when necessary- basically when high impact could be a factor)
Materials Needed:
Time required: Two 90 minute block periods
Day one:
15 minutes- Homework check/attendance/give tomorrow's homework assignment
15 minutes- Go over previous day's material and inquire as to why they think that information is important when it comes to dealing with the protection of the brain
35 minutes- Introduce raw egg activity (and conduct activity)
15 minutes- Introduce Cerebrospinal fluid and its importance in protecting the brain
10 minutes- Give basic information about Hydrocephalus (with computerized pictures of its results if not taken care of, etc..)
5 minutes- Give homework: Ask students to research a little bit about head gear and if there is any one type that is best for protection of the brain.
Day Two:
15 minutes- Homework check/attendance
15 minutes- Brief explanation/ask students why previous activity (review) was a great way to learn about importance of CSF (cerebrospinal fluid). Introduce egg drop activity to demonstrate real high impact on an egg (brain) so students can make conclusions on best ways to protect the brain.
15 minutes- Sealing eggs and students making hypotheses
5 minutes- Walking to egg drop area
10 minutes- Dropping egg (and recording observations in notebook)
5 minutes- Walking back to class
10 minutes- Briefly discussing results, give homework assignment.
10 minutes-Brief discussion about TBI (Traumatic Brain Injury) and wrapping up.
Instructional Sequence: Day One:
Introduction: I will begin by first reviewing what they learned in the previous lesson and remind the students about the "making the brain" activity. I will coax students into explaining how soft and pliable (squishy) it was. I will then ask a question such as "What do you think would happen if you took those contents and dropped them off of a building or were placed in a vehicle right before a major car accident?" (I would take some answers) If no one spoke up I'd ask "Would they stay intact? Would they splatter all over the sidewalk or windshield?" After taking some answers I would let the class know that today's lesson would investigate these questions and that by the end of this lesson they would think twice about playing sports/riding bikes without some great headgear and wearing their seat belts at all times. (At this point no new content has yet been revealed.) *I will have written the homework on the board at this point as well. Homework: Asking what shaped/textured head gear they think is best for protecting the skull and brain.Instructional Activities: As I've already gone into asking the students what would happen to the brain contents if they were dropped from high altitude or was involved in any high impact I would now go into how the brain is secured and protected. I will ask the class "what structure we have around the brain that feels hard and round?" (skull) Also, I'll ask "if they think the brain in tightly encased in the skull or if there is some area for movement?" (There actually is a space between the brain and skull.) At this point I will introduce the "egg shakin" activity and give directions. Half of the class will get clear plastic containers that are filled with water and a raw egg to put inside before it is sealed. The other half of the class will get the plastic containers with the raw egg with no water. I will ask the students to complete the student "egg shakin" worksheet which asks the students to write a hypotheses about what was going to happen to their own eggs if shaken forcibly around and to record observations and conclusions. (The students with the dry/empty containers should have written that their eggs would burst and would not be protected by any means, the students with water filled containers should have written that their egg should stay fairly protected because the fluid should cushion the turbulance.) Once everyone is finished with their hyptheses I will allow the students to put their eggs in the container, seal it tightly (adhering tape to the seal) and to begin forcefully shaking the container for at least 1 minute. By this point the students with the container without water should have an "eggy mess" and the students with containers filled with water should mostly have intact eggs. (They will then record the rest of data asked on the student worksheet.)
Concluding the Lesson: Once finished I'll just simply ask "Why would this happen? Did you predict this? What have you concluded?" Students will be allowed to orally present their findings, which will lead me into the next discussion. Once again I'll ask the students if they think there is a space between the brain and the skull, and if so, what they think it is made of? Some might say empty space, others may say blood, or spinal fluid, or even bile. After some brainstorming I will reveal that there is a space and it is filled with cerebrospinal fluid. I will explain that it's purpose is to cushion and protect the brain from impact injury. The last 10 minutes of class will be based on the discussion of hydrocephaly (what it is and what causes it) while showing pictures from the web of people that have the disorder and what could happen if not treated. Also, a quick reminder of the homework which is due next class period.
Assessing Student Understanding: Since there is a main concept being learned I will assess formatively by using several common tasks specifically used in Science. One way to assess student's understanding about today's lesson is to observe student predictions and provide feedback. When questioning the class I will make sure to call at least once on every individual to ensure their engagement. Also, by analyzing and interpreting data. In this case, at the end of the class after the eggs which have been shaken in the containers filled with water- I should notice that everyone has followed along with the main principle: if the containers were filled with water, (mimicking the CSF surrounding the brain) the egg should have sustained minimal damage. Also, students should have either orally or through taking notes shown that they understand that without fluid or some kind of insulator the brain can be easily and quickly wounded.
Student Resources:
Cautions: Students will be advised to carefully handle their eggs before the "shakin" begins. (As there aren't many extras to provide.) Also, after "eggy messes" are made, students will be reminded and advised to wash their hands thoroughly in the classroom sink with warm soapy water due to raw eggs being a major cause of salmonella poisoning.
Challenges in Carrying out the Investigation: The only challenges that I would be confronted with would be the issues of finding/paying for all materials and setting up. (Preparatory work)
Instructional Sequence: Day Two:
Introduction: I will begin day two's lesson by asking the class to raise their hands and explain what we went over in the previous class and why our discussion was of importance when it came to protection of the brain. (They should raise their hands and go over the fact that there is space between the skull and brain, that it is filled with CSF and why CSF is important in brain protection.) This will serve as a great review in terms of understanding the importance of the fragility of the human body (In this case, the human head) in lieu of hard impact. I will explain the itinerary of the day's lesson and what I hope they will gain from it. (ie.participating in designing certain parts of the investigation, taking and analyzing data, drawing conclusions and scientifically writing up explanations to assist their conclusions and communicate with their groups and teacher about findings.)Instructional Activities: For this day's lesson students will be performing an egg drop. However, the "protection" will differ for a set number of students. (Will be conducted as if there were 27 students in the classroom.) Experiments will be ran as follows:
- 2 students will perform the drop in a plastic container without any water. (to over emphasize the fragility of a "brain" that is not encased in fluid.)
- 4 students will perform the drop in a plastic container with water surrounding the "brain."
- 5 students will perfrom the drop with the "brain" encased in sand.
- 5 students will perform the drop with the "brain" encased in rice.
- 5 students will perform the drop with the "brain" encased in uncooked beans.
- 6 students will perform the drop in different shaped containers. (to show which shape is best for encasing an egg/"brain" in case of hard impact. (the best container should be rounded and almost a complete sphere surrounding the entity-like the skull)
Students will be handed their boxes of materials in groups and the student data table. They will be allotted 15 minutes to seal their "brains" into the proper containers. Also, during this time students will be asked to take out their notebooks and make a hypothesis about the aftermath of the eggs in each container which will either be filled with different material or will be suspended in a different shaped container all together. Once finished, it will be time to head out to the highest point in the school yard to perform the drops. Students will be reminded to bring their notebooks and data tables to record data on each of the different drops based on the materials used. After the drop students will pile back inside. With 20 minutes left of the class time a brief discussion of the events will take place between students and teacher.- The homework assignment will be given: Please make your conclusions based on observations from the egg drop and write a couple paragraphs why you think, based on recent teachings, that the container/material used which caused the least damage worked best in protecting the "brain".
Concluding the Lesson: The last 10-15 minutes of the class will relate what we've learned about high impact injury to real life. Some facts about Traumatic Brain Injury will be revealed and a class discussion about the importance of headgear and seal belts will wrap up the day's lesson. A website will be shown stating the facts. This is used to obtain the "shock value" of the class and to help them to realize the importance of protecting one's own brain.Assessing Student Understanding:The ways in which this part of the lesson will be assessed are as follows: through predicting and inferring, designing and conducting the investigation, and by using tables to represent their ideas and theories.
Student Resources:
Cautions: Students will be supervised when conducting the egg drop and will be advised to use caution with scissors when they are in the process of sealing their egg dropping devices with tape.
Teacher Resources: Egg Shakin Activity and Egg Drop, Computer, Materials for experiments
Challenges in Carrying out the Investigation: As stated above the biggest challenge in a lesson such as this would be the issues of finding/paying for all materials and setting up (preparatory work), and gaining the permission to take students outside to conduct the egg drop. Also, because this is a fairly long lesson and the activities are sequential it will be important to conduct the experiment beforehand to disallow for any problems concerning lab setup, materials and whether or not it will actually work.
Rationale:
I planned my inquiry lesson based on the fact that when students learn through doing they better understand the concept being taught. I have linked this lesson's main idea to students' lives by providing evidence as to why we all must take proper care in protecting our brains during activities that may warrant high impact. During this two day period students will have made multiple hypotheses, predictions, observations and eventually draw conclusions and explain results based upon observations. By planning hands on learning it addresses the students' abilities to do and understand scientific inquiry which fulfills the National Science Standards. Also, by conducting the 'Egg Shakin' activity and the 'Egg Drop' it satisfies the main idea behind the section within the standards stating how to apply greater emphasis on promoting inquiry. Within my lesson I have fulfilled the following:Home
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